Technology Acceptance Model (TAM) – Definition, impact and case study overview
Technology Acceptance Model (TAM) is one of the theories of information systems. It provides a model of ways in which users accept technology and use technology. TAM has become an influential model in the case of technology acceptance. It suggests two reasons behind the acceptance of technology by an individual. There is a specific intention behind the usage of new technology. These are – perceived “ease of use” and perceived “usefulness”. For example, if an older adult feels that the digital games are difficult to play and it is a waste of time, the older adult will not adopt this technology. On the other hand, if the older adult perceives the usefulness of digital technology and considers it as a form of mental stimulation, then the adult to likely to accept it and they are likely to learn its usage as well. Hence, despite criticism, the TAM framework has gained popularity and it is still regarded as a consistent framework. It can determine the intention of adults to adopt new technology.
The components of TAM can be categorized into two types-
- Perceived usefulness (PU) – Fred Davis has defined PU as the degree to which an individual believes that the usage of a system will enhance the overall job performance. Perceptions regarding the importance of technology tend to vary based on the PU of the person.
- Perceived ease-of-use (PEOU)-Fred Davis has also defined PEOU as the degree to which an individual believes that it would be effortless to use technology. If the usage is easy, then the individual seems to have conquered the barriers. On the other hand, if the usage is complicated, the individual is likely to associate with it negatively.
Impact of TAM across educational settings
A study conducted on the degree of technology acceptance among pre-service teachers in Turkey reveals that the pre-service teachers did not accept technology in a way expected before (Aypay et al., 2012). Self-efficacy was missing among the teachers. Another study on the acceptance of TAM reveals that TAM has gained considerable popularity in the technology acceptance field. TAM has been accepted because it encourages and facilitates the assessment of various learning technologies. Moreover, the core variables of TAM such as PU and PEOU determine the degree to which it will be accepted in the learning field. TAM is one of the key models in realizing human behavior and their potential rejection or acceptance of the technology. The degree of acceptance of TAM differs based on user types and learning domains. Apart from TAM, another version known as the TAM++ has contributed greatly towards improving the educational contexts. TAM++ facilitates the assessment of various technological deployments in case of educational settings. Furthermore, the degree of acceptance depends on specific technologies as well. University students have accepted the web-based courses. Minerva is a web-based management system and it allows students to upload and download files and allow discussions regarding the course content. The teachers and students can engage and they can consult about the official bulletin board. Students are benefitted and the acceptance levels of students do not vary based on the faculties. Students are positive and enthusiastic about the usage of Minerva. Alongside, mobile learning has also gained popularity. It allows the integration of mobile devices, the internet, wireless network as well as e-learning systems. The quality of education has increased after the adoption of m-learning (Teo, 2011). Students are also satisfied with the outcomes of learning. Hence, the rising popularity of technology-based education has been witnessed as teachers and students are motivated to use them for their own good. These applications are facilitating the learning process and meeting the educational needs of students comprehensively. Another study on educational games as a means of educational technology has been conducted. It suggests that apart from ease-of-use and usefulness, there are other two factors. The factors that apply to TAM are learning opportunities and attitude (Granić & Marangunić, 2019). These are also significant acceptance-related factors notably among the undergraduate students. Games are gaining importance in place of conventional teaching methods because the young generation has grown up using the internet. They are tech-savvy and in the 21st century, games provide a means for critical thinking, problem-solving, team working and collaboration (Ibrahim et al., 2011). Hence, the acceptance of educational games has increased. Based on the learning styles, learning domains, theories, and learning outcomes, it is possible to develop games. The overall impact on learners is positive.
Overview of the case study and its findings
The education system is being digitized and it is necessary to consider efficient management. Educational managers have a key role to play in this case. They can improve their skills and develop capabilities suitable for the educational system of the digital age. The managers are likely to become educational leaders. A study conducted on educational managers reveals that self-efficacy and technology acceptance in case of technological leadership has a positive influence. It also influences open leadership positively. If educational managers are able to increase their digital capabilities, they are likely to make a greater impact. Open leadership completely relies on digital citizenship and technology acceptance (Akcil et al., 2017). Education and social networks are now related and cannot be separated from one another. It improves communication skills, social commitment levels, and enhances the degree of cooperative learning.
References
Akcil, U., Aksal, F. A., Mukhametzyanova, F. S., & Gazi, Z. A. (2017). An examination of open and technology leadership in managerial practices of the education system. EURASIA Journal of Mathematics, Science and Technology Education, 13(1), 119-131.
Aypay, A., Celik, H. C., Aypay, A., & Sever, M. (2012). Technology Acceptance in Education: A Study of Pre-Service Teachers in Turkey. Turkish Online Journal of Educational Technology-TOJET, 11(4), 264-272.
Granić, A., & Marangunić, N. (2019). Technology acceptance model in educational context: A systematic literature review. British Journal of Educational Technology, 50(5), 2572-2593.
Ibrahim, R., Yusoff, R. C. M., Khalil, K., & Jaafar, A. (2011, November). Factors affecting undergraduates’ acceptance of educational game: An application of technology acceptance model (TAM). In International Visual Informatics Conference (pp. 135-146). Springer, Berlin, Heidelberg.
Teo, T. (Ed.). (2011). Technology acceptance in education. Springer Science & Business Media.